說明z2Honeybees lp消失案例

TheCaseoftheDisappearingHoneybees

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FocusQuestion:

Whataresomefactorscontributingtothedisappearanceofhoneybees?

BookSummary

Text

Type:

Nonfiction/Informational

Wedependonhoneybeestopollinatetheplantsthatproduceourfood.Beekeepers,farmers,andscientistswanttoknowwhyhoneybeesstartedvanishinginthelastdecade.TheCase

oftheDisappearingHoneybeesexploresthemysteryofcolonycollapsedisorder(CCD),aworldwideproblemthatresultsinmillionsofhoneybeesdisappearingwithoutatraceeveryyear.Thebookcanalsobeusedtoteachstudentshowtocompareandcontrastinformationandtheproperuseofcommasinaseries.

ThebooksandlessonareavailableforlevelsYandZ1.

GuidingtheReading

LessonEssentials

InstructionalFocus

Connecttopriorknowledgetounderstandnonfictiontext

Identifydetailstocompareandcontrastinformation

RecognizeandusecommasinaseriesIdentifyrootwords

Identifycaptionstobetterunderstandthetext

Materials

Book:TheCaseoftheDisappearingHoneybees(copyforeachstudent)Connecttopriorknowledge,compareandcontrast,commasinaseries,

rootwordsworksheets

DiscussioncardsBookquizRetellingrubric

Vocabulary

Boldfacevocabularywordsalsoappearinapre-madelessonforthistitleonVocabularyA–Z.com.

WordstoKnow

Storycritical:apiaries(n.),

compromised(adj.),demise(n.),

disorder(n.),pollinate(n.),sanctuaries(n.)

Enrichment:bustling(adj.),contagion(n.),

fertilization(n.),forage(v.),

gruesome(adj.),migratory(adj.),onset(n.),parasites(n.),pesticides(n.),pathogen(n.),susceptible(adj.),systemic(adj.)

Academicvocabulary:cause(v.),

complex(adj.),contribute(v.),determine(v.),difficult(adj.),evidence(n.)

BeforeReading

BuildBackground

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Placeontheboardaphotographofahealthybeehiveandaphotographofanunhealthybeehive.Askstudentstoworkwithapartnertocompareandcontrastthetwopictures.Then,havepartnersbrainstormtofindcausesfortheunhealthyhive.

Havestudentssharetheirideaswiththeclass.Discusswithstudentstheimportanceofhoneybeesandpollination.Havestudentsdrawonaseparatepieceofpaperapictureofaworldwithouthoneybees.

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IntroducetheBook

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GivestudentstheircopyofTheCaseoftheDisappearingHoneybees.Guidethemtothefrontandbackcoversandreadthetitle.Havestudentsdiscusswhattheyseeonthecovers.Encouragethemtoofferideasastowhattypeofbookitis(genre,texttype,andsoon)andwhatitmightbeabout.

Showstudentsthetitlepage.Discusstheinformationonthepage(titleofbook,author’sname).

Previewthetableofcontentsonpage3.Remindstudentsthatthetableofcontentsprovidesanoverviewofthebook.Askstudentswhattheyexpecttoreadaboutinthebook,onthebasisofwhattheyseeinthetableofcontents.(Acceptallanswersthatstudentscanjustify.)

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IntroducetheReadingStrategy:

Connecttopriorknowledge

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Explaintostudentsthatreadersusuallyhavesomepriorknowledgeofthetopictheyarereadingabout.Explainthatreadersmakeconnectionstowhattheyknowwhilereading.Thishelpsthembetterunderstandandremembertheinformationinthebook.Havestudentsusethemaponpage9tomakeaconnectiontotheirpriorknowledge.Askstudentstodiscusstheseconnectionsinagroup.Invitevolunteerstosharetheirthoughtswiththerestoftheclass,anddiscusshowtheirconnectionsmayhelpthembetterunderstandandrememberthebook.

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?LearningA–ZAllrightsreserved.

TheCaseoftheDisappearingHoneybees

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GuidingtheReading(cont.)

Independentpractice:Introduce,explain,andhavestudentscompletetheconnect-to-prior-knowledgeworksheet.HavestudentsreadthesentencesandchecktheboxlabeledAgreeorDisagreetocompletethecolumnsontheleft.ExplainthattheymayusesinglewordsorshortphrasestoanswertheHow

IKnowcolumn,drawingfrompriorknowledge.

IntroducetheComprehensionSkill:Compareandcontrast

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Howwouldyoudescribehoneybeecolonies?

(level1)page5

Howwouldyoudescribethedisappearanceofhoneybeesaroundtheworld?(level2)pages6–7WhatisthesequenceofeventsoftheCCDinvestigation?(level3)pages8–9

HowismonoculturefarmingrelatedtoCCD?

(level3)pages10–13

Howwouldyoutestthebenefitsofdiverseplantlifeonhoneybees?(level3)page17WhatisyourtheoryforCCD?(level3)

multiplepages

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Explaintostudentsthatonewaytoorganizeinformationinabookistoexplainhowtopicsarealikeanddifferent,whichiscalledcomparingandcontrasting.

CreateaVenndiagramontheboardandwritethewordsDroneandWorkerBeesabovethediagram.Labeltheleftsidedroneandtherightsideworker.Invitestudentstoexplainhowdronesandworkerbeesarealikeanddifferent(alike:liveinahive;different:dronesaremalesandstayinthehive,workersarefemaleandleavethehivetofindfood).ModelhowtowriteeachresponseontheVenndiagram.

TextFeatures:Captions

Explainthatcaptionsclarifypicturesbydescribingthedetailsofthepictures.Captionsmayprovidethereaderwithnames,dates,andlocations.Havestudentsworkwithagrouptoreviewthepictureonpage7anditscaption.Askstudents:Howdoesthecaptionhelpthereaderunderstandthepurposeofthepictureinthebook?Howdocaptionsclarifyvisualinformation?Whyarecaptionsanimportanttoolfordescribingpictures?Havestudentsreview

otherpicturesinthebookanddiscussingroupswhatthecaptionsdescribe.Invitevolunteerstosharetheirthoughtswiththerestoftheclass.

SkillReview

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Vocabulary

Havestudentsturntothe“WordstoKnow”boxonthecopyrightpage.Discusseachwordwithstudents.Then,havestudentsturntotheglossaryonpages19and20.Explainthattheglossaryprovidesdefinitionsforthevocabularywordsinthebook.Pointouttheuseofeachcontentwordandacademicvocabularywordinthebook,andthenuseeachwordinadifferentmodelsentence.Havestudentsworkingroupstocreatepostersforthesewords.Havetheminclude

oneachposterthewordanditspartofspeech,thedefinition,thewordinanexamplesentence,andapictureillustratingthemeaningoftheword.

SetthePurpose

Havestudentsreadtofindoutmoreaboutthedisappearanceofhoneybees.WritetheFocusQuestionontheboard.Invitestudentstolookforevidenceinthebooktosupporttheiranswer.

Havestudentsmakeasmallquestionmarkintheirbookbesideanywordtheydonotunderstandorcannotpronounce.Thesecanbeaddressedinafuturediscussion.

DuringReading

Text-DependentQuestions

Asstudentsreadthebook,monitortheirunderstandingwiththefollowingquestions.Encouragestudentstosupporttheiranswersbycitingevidencefromthebook.

Whatwouldhappenifplantswereneverpollinatedagain?(level3)page4

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Askstudentstocompletethemiddlecolumnoftheconnect-to-prior-knowledgeworksheetandwriteevidencefortheexamplesthathavebeendiscussedinthebook.Modelforstudentshowyoumakeconnectionstopriorknowledge.Invitevolunteerstosharetheirevidencewiththeclass.

Havestudentsworkingroupstoperiodicallycompareandcontrastinformationinthebookanddiscussthesecomparisons.

Modelcomparingandcontrasting.

Think-aloud:Ireadonpage10thatsmallfarmswithdifferentcropsusedtoexisteverywhere,butnowmonoculturefarmingistakingoverintheUnitedStatesandothercountries.Ireadonpage10thatpestslovemonoculturefarms,therefore,farmersneedtousemorepesticidesonthemthanontraditionalfarms.

Modelhowtocompletethecompare-and-contrastworksheet.Havestudentsidentifydetailsfromthebookandcirclethem.Then,havestudentscompareandcontrastthedetailswithapartner.

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AfterReading

Askstudentswhatwords,ifany,theymarkedintheirbook.Usethisopportunitytomodelhowtheycanreadthesewordsusingdecodingstrategiesandcontextclues.

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?LearningA–ZAllrightsreserved.

TheCaseoftheDisappearingHoneybees

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GuidingtheReading(cont.)

SkillReview

GraphicOrganizer:CompareandContrastReviewthecompare-and-contrastworksheetthatstudentscompleted.Havestudentssharetheirworkingroups.Invitevolunteerstosharewiththerestoftheclassthecomparisonstheymade.Discusswithstudentsthejustificationforthesecomparisons.

ComprehensionExtension

Discussioncardscoveringcomprehensionskillsandstrategiesnotexplicitlytaughtwiththebookareprovidedforextensionactivities.

ResponsetoFocusQuestion

HavestudentscitespecificevidencefromthebooktoanswertheFocusQuestion.(Answerswillvary.Reasonsshouldincludehumaninvolvement.Samples:Somefactorscontributingtothedisappearanceofhoneybeesaresystemicpesticidesfrommonoculture

farming,theriseofmobilehives,andalackofdiverseplantlifeinsomeregions.)

ComprehensionChecks

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Checkforunderstanding:Havestudentsturntopage

12.Askthemtofindalistofbees’abilitiesthatareaffectedbysystemicpesticides(abilitytolearn,remember,andnavigate).Askthemtocirclethecommasandnoticethatthelastitemisaddedtothelistafterthewordand.Pointoutthatothercommasareusedonthepage,butnottoseparatealistofwords.

Independentpractice:Introduce,explain,andhavestudentscompletethecommas-in-a-seriesworksheet.Iftimeallows,discusstheiranswers.

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WordWork:Rootwords

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Writethewordhealthyontheboard.Askstudentswhatthewordwouldbeifthe-yendingwereremoved,andwritehealthnexttohealthy.Explainthathealthisanoun.Whenthe-ysuffixisaddedtothewordhealth,anadjectiveiscreated.Discussthatrootwordsmayhaveaprefix,asuffix,orbothaddedtothem.

Revieworexplainthatasuffixisaletterorgroupoflettersaddedattheendofawordtoformanotherword,oftenalteringorchangingitsmeaning.Someexamplesofsuffixesare-ed,

-y,-s,-es,and-ing.

Revieworexplainthataprefixisaletterorgroupoflettersattachedtothebeginningofawordtomodifyitsmeaning.Someexamplesofprefixesaredis-,mis-,andun-.

Havestudentsturntopage4inthetextandlocatetheworddisappearance.Askwhatthiswordmeans(notvisibleorinexistence).Havestudentsexplainhowthemeaningofthesentencewouldbechangediftheprefixdis-orthesuffix-ancewerenotpartoftherootword.

Checkforunderstanding:Givestudentsahalf-sheetofpaperandwritethefollowingwordsontheboard:continue,concern,andunderstood.Havestudentsidentifythemeaningofeachrootword.Thenhavethemaddthefollowingsuffixesorprefixestocreatenewwords:dis-,-ed,andmis-(discontinue,concerned,misunderstood).Havestudentsidentifyhowthemeaningofeachwordhaschanged.

Independentpractice:Introduce,explain,andhavestudentscompletetherootwordsworksheet.

Iftimeallows,discusstheiranswers